The Effects Of The Practice Of The Newstart Health Regimen On Faculty Stress Among Faculty At Seventh-Day Adventist Colleges And Universities

Ashley, George H.; Cort, Malcolm

doi:10.1080/15363750600712300

Cited by 4 publications

(6 citation statements)

References 7 publications

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“…As well as individuals in the turmoil troubling searches on topics and not new or pristine ¬ can be fitted with the relationship of the features such as high and low age or job type and fitted or warm female or male and single or married also cuddly. The results of this study was inconsistent with studies of Gmelch et al (1983), Perlberg & Kremer-Hayon (1988), Dua (1994), Bentley & Blackburn (1990) which showed research anxiety associated with age was inconsistent, also with studies of Dua (1994), Smith et al (1995) and Ashley(2005) which showed women has more research anxiety was inconsistent and this study was consistent with the results of Richard & Krieshok 1(989) which showed there is significant between gender and research anxiety ( 14 , 15 , 21 - 24 ).…”

Section: Discussionsupporting

confidence: 87%

The Relationship Between Research Anxiety and Self-Efficacy

2017

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Aim of the study:The aim of this research was to study of the relationship between research anxiety and self-efficacy from viewpoints of students at the Islamic Azad University (Babol Branch).Methods:The present study is applied research which using a survey and has done by descriptive approach. The study sample included of MA and PhD Students of which 312 were selected Stratified randomness at Islamic Azad University (Babol Branch). The instrument used for data collection, including two standard questionnaires, General Self-Efficacy Questionnaire and research anxiety Inventory. For data analyzing used, Linear regression test and analysis of variance.Findings:Multiple correlation coefficient between the variables is equal to R=0.385, which represents the correlation between variables (self-efficacy and research anxiety). The significance level for research anxiety was calculated less than the error rate is calculated, therefore, it can be considered a good predictor for efficacy. Gender and education variables due to the attention of higher levels of predictive cannot be considered so significant for efficacyConclusion:There is a significant negative relationship between research anxiety and self-efficacy. There is no relationship between demographic characteristics and self-efficiency.

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Section: Discussionsupporting

confidence: 87%

The Relationship Between Research Anxiety and Self-Efficacy

2017

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“…The relatively favorable results in such domain may indicate that faculty have feelings of belonging, and that one’s contribution to the department is recognized and valued, perhaps contributing to less stressful work days. Faculty members who perceive less stress in this area may be more collegial and generate amiability to improve the working atmosphere of their department and institution [ 33 ].…”

Section: Discussionmentioning

confidence: 99%

“…In terms of occupational stress, and despite the teaching profession previously viewed as a low stress occupation and faculty being resented for tenure, light workloads, and flexibility [ 29 ], faculty experience higher than normal levels of stress and ranked as second employment category in terms of worse-than-average psychological well-being scores [ 30 ]. The influence of job demands and the effects of the academic environment on mental health of faculty has been previously described [ 31 – 33 ], and the Faculty Stress Index (FSI), initially developed by Gmelch, Wilke, and Lovrich [ 34 ] is a reasonably explored tool in this regard. Through an investigation of the multidimensionality of faculty pressures and a consideration of uniqueness of the academic career, the FSI assembles a spectrum of roles that faculty undertake as teacher, researcher, adviser, university citizen, and departmental colleague.…”

Section: Introductionmentioning

confidence: 99%

“…Through an investigation of the multidimensionality of faculty pressures and a consideration of uniqueness of the academic career, the FSI assembles a spectrum of roles that faculty undertake as teacher, researcher, adviser, university citizen, and departmental colleague. To capture these different responsibilities, the FSI measures five domains of perceived faculty stress: (i) reward and recognition domain, which pertains to rewarding external expectations for community and university services; (ii) time constraints domain, which confronts the number of tasks faculty members usually incorporate within their professional lives, including general duties such as paperwork, meetings, phone and visitor interruptions, and sufficient time for professional development, teaching, and services; (iii) departmental influence domain, which focuses on the extent to which faculty perceive their department as controlling over their work or the level of autonomy they have within their departmental facets, such as resolving differences, knowing evaluative criteria, and influencing decisions at departmental/ institutional levels; (iv) professional identity domain, which refers to reputation as a scholar and capability of setting and achieving professional goals, and is established on the basis of publications, presentations at professional meetings, and acquiring research grants; and (v) student interaction domain, which considers classroom instruction, course preparation, test administration, and advising [ 33 , 34 ]. Moreover, the FSI has been recently validated, and showed good internal consistency and reliability as an instrument useful to measure stress among faculty members [ 35 ].…”

Section: Introductionmentioning

confidence: 99%

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Associations between perceived occupational stressors and symptoms severity of depression, anxiety and stress among academic faculty: First cross-sectional study from Qatar

Hammoudi Halat,

Abdel-Rahman,

Al-Jayyousi

et al. 2024

BMC Psychol

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Background Mental health concerns among university faculty are on the rise, with reports of anxiety, depression, and occupational stress, impacting the higher education community. In Qatar, an assessment of faculty mental health has not been previously realized. The objectives of the current study were twofold: Firstly, to evaluate the extent of perceived occupational stress, depression, anxiety, and stress, and secondly, to assess the association among these mental health parameters. Methods A cross-sectional study was conducted among faculty using an online, self-administered, anonymous, voluntary survey. All faculty were included by sending the survey to their institutional emails. In addition to faculty demographics and general health status, the survey measured perceived stress due to academic job roles using the Faculty Stress Index (FSI) with its five distinct domains, and assessed faculty mental health using the Depression, Anxiety, and Stress Scale-21 items (DASS-21). Modified Poisson regression with robust variance was used to assess how FSI influences levels of depression, anxiety, and stress. Results A total of 112 faculty responded to the survey. The highest faculty self-perceptions of mental health conditions were for anxiety (63% at least moderate), followed by depression (30% at least moderate), and least for stress (26% at least moderate). The overall mean FSI score was 48.8 ± 29.4; time constraint and rewards and recognition domains scored highest (18.5 ± 11.4 and 13.3 ± 9.3 respectively) while the departmental influence domain scored least (4.8 ± 4.4). Increased risk of at least moderate levels of self-perceived depression and stress were significantly associated with higher FSI score (p˂0.001). Increased risk of at least moderate levels of depression were less likely among faculty aged 50 years and above (p = 0.034), while increased risk of at least moderate levels of anxiety were more likely among faculty from humanities colleges (p = 0.027). Conclusions This is the first investigation of university faculty mental health in Qatar, indicating multifactorial perceived occupational stress, associated with higher perceived severity of mental health conditions. These baseline results establish links between specific occupational stressors for faculty and their mental well-being. As such, assessment of mental health conditions, controlling occupational stress, and developing tailored mental health interventions for faculty, are strategic to implement and foster well-being of academics. Further research into mental health of faculty and designing effective interventions that consider their specific stressors and associated factors are warranted.

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“…org). The NEWSTART program, embodying a message of health and wholeness [the acronym stands for Nutrition, Exercise, Water, Sunshine, Temperance, Air, Rest, and Trust in God] (White, 1905), is popular among many of the church members, and various forms of this program have been studied and reported by a few to have beneficial health effects (Henry and Kalynovskyi, 2004;Ashley and Cort, 2007;Slavicek et al, 2008). Given that health is an important part of their religious belief, this group represents a promising partner in future health work.…”

Section: Introductionmentioning

confidence: 99%